Date of Award

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Center for Leadership & Learning

College

College of Education

Committee Chair

Dr. Tennille Lasker-Scott

Second Committee Member

Dr. John Freeman

Third Committee Member

Dr. Jeremy Owoh

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

This qualitative study explores the structural behaviors within public K-5 education that affect African American students' attendance, behavior, and academic outcomes. With a persistent achievement gap disproportionately affecting African American learners, the research investigates how systemic inequities and institutional practices hinder equitable access to quality education. Using a phenomenological approach, the study draws on the lived experiences of educators, administrators, and support staff across several school districts to understand the nuanced challenges African American students face.

Data collection involved semi-structured interviews and document analysis, yielding rich insights into how disciplinary policies, culturally unresponsive teaching practices, and inadequate support services contribute to disparities in attendance and academic performance. Thematic analysis revealed three primary barriers: (1) inconsistent behavior intervention strategies, (2) limited family engagement due to systemic mistrust, and (3) the lack of culturally relevant curriculum. Participants emphasized the need for professional development that promotes cultural responsiveness and trauma-informed practices.

The findings highlight the importance of intentional leadership, collaborative partnerships, and policy reform in dismantling barriers that hinder African American students' success. This study offers actionable recommendations for school leaders and policymakers, including strengthening school-family relationships, implementing data-driven interventions, and fostering inclusive learning environments. Ultimately, the research underscores the urgency of addressing structural inequities to ensure all students, regardless of race or background, have an opportunity to thrive.

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